Physics 12 Formulae BC Edvantage Science AP®PHYSICS 1 · 2018-01-26 · • centripetal...

Edvantage ScienceAP®PHYSICS 1

Pantone 356

c = 95

m =

0y =

100k =

27

r = 0

g = 133

b = 63

Hex =

# 00553F

Pantone 662

c = 100

m =

71y =

0k =

18

r = 0

g = 75

b = 145

Hex =

# 004B91

BC

Science P

HY

SICS 12

Suggested Retail Price $29.95

Physics 12 Formulae

SandnerG

ore

Vector Kinematics in Two Dimensions

vf = vo + at d = v0t + ½at2

vf 2 = v0

2 + 2ad

Vector Dynamics

Work, Energy, and Power

Momentum

Equilibrium

Circular Motion

Gravitation

Electrostatics

Electric Circuits

Electromagnetism

F = BQv

φ = B⊥A = BAcos θ

εB = VAB − IR

Authors

Dr. Gordon GoreBIG Little Science Centre (Kamloops)

Stephen FuerdererBurnaby SD #41

Lionel SandnerEdvantage Interactive

AP® PHYSICS 1Circular Motion Sample Chapter

Pantone 356c = 95m = 0y = 100k = 27

r = 0g = 133b = 63Hex = # 00553F

Pantone 662c = 100m = 71y = 0k = 18

r = 0g = 75b = 145Hex = # 004B91

AP® Physics 1 - Sample ChapterCopyright © 2017, Edvantage Interactive

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, or stored in a data base or retrieval system, without the prior written permission of Edvantage Interactive. Photocopying or other reprographic copying is not permitted as this book does not fall under the copying licence of The Canadian Copyright Licensing Agency (Access Copyright).

For ISBN information, please contact the publisher

Chapter 3 - Circular Motion Sample Chapter

Care has been taken to trace ownership of copyright material contained in this text. The publishers will gladly accept any information that will enable them to rectify any reference or credit in subsequent printings.

The AP Big Ideas at the beginning of each chapter are quoted from AP Physics: Course and Exam Description, revised edition, effective Fall 2013, published by the College Board, New York, NY. Advanced Placement, AP, and College Board are registered trademarks of the College Board.

COPIES OF THIS BOOK MAY BE OBTAINED BY CONTACTING:

Edvantage Interactive

E-MAIL:[email protected]

TOLL-FREE FAX:866.275.0564

TOLL-FREE CALL:866.422.7310

QR Code — What Is This?

The image to the right is called a QR code. It’s similar to bar codes on various products and contains information that can be useful to you. Each QR code in this book provides you with online support to help you learn the course material. For example, find a question with a QR code beside it. If you scan that code, you’ll see the answer to the question explained in a video created by an author of this book.

You can scan a QR code using an Internet-enabled mobile device. The program to scan QR codes is free and available at your phone’s app store. Scanning the QR code above will give you a short overview of how to use the codes in the book to help you study.

Note: We recommend that you scan QR codes only when your phone is connected to a WiFi network. Depending on your mobile data plan, charges may apply if you access the information over the cellular network. If you are not sure how to do this, please contact your phone provider or us at [email protected]

iii

AP® Physics 1Contents

Skills, Methods, and the Nature of Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1 Kinematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

2 Dynamics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

4 Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211

10 Mechanical Waves and Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . 387

5 Momentum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253

3 Circular Motion and Gravitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175

6 Simple Harmonic Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275

7 Torque and Rotational Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305

9 DC Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 369

8 Electric Charge and Electric Force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351

iv Introduction

Welcome to AP® Physics 1AP® Physics 1 is a print and digital resource for classroom and independent study, aligned with the AP curriculum. You, the student, have two core components — this write-in textbook or WorkText and, to provide mobile functionality, an interactive Online Study Guide.

AP®Physics 1 WorkTextWhat is a WorkText?

A WorkText is a write-in textbook. Not just a workbook, a write-in textbook.

Like the vast majority of AP students, you will read for content, underline, highlight, take notes, answer the questions — all in this book. Your book.

Use it as a textbook, workbook, notebook, AND study guide. It’s also a great reference book for post secondary studies.

Make it your own personal WorkText.

Why a write-in textbook?Reading is an extremely active and personal process.

Research has shown that physically interacting with your text by writing margin notes and highlighting key passages results in better comprehension and retention.

Use your own experiences and prior knowledge to make meaning, not take meaning, from text.

How to make this book work for you:1. Scan each section and check out the shaded areas and bolded terms.

2. Do the Warm Ups to activate prior knowledge.

3. Take notes as required by highlights and adding teacher comments and notes.

4. Use Quick Check sections to find out where you are in your learning.

5. Do the Review Questions and write down the answers. Scan the QR codes or go to the OnlineStudy Guide to see YouTube-like video worked solutions by AP® Physics 1 authors.

6. Try the Online Study Guide for online quizzes, PowerPoints, and more videos.

7. Follow the six steps above to be successful.

8. Need extra support? ASK AN AUTHOR!

For more information on how to purchase your own personal copy or if you’d like to ASK AN AUTHOR a question — [email protected]

Introduction v

AP® Physics 1 Online Study Guide (OSG)

What is an Online Study Guide?

It’s an interactive, personalized, digital, mobile study guide to support the WorkText.

The Online Study Guide or OSG, provides access to online quizzes, PowerPoint notes, and video worked solutions.

Need extra questions, sample tests, a summary of your notes, worked solutions to some of the review questions? It’s all here!

Access it where you want, when you want.

Make it your own personal mobile study guide.

What’s in the Online Study Guide?• Online quizzes, multiple choice questions, provincial

exam-like tests with instant feedback

• PowerPoint notes: Key idea summary and student studynotes from the textbook

• Video worked solutions: Select video worked solutionsfrom the WorkText

If you have a smart phone or tablet, scan the QR code to the right to find out more. Color e-reader WorkText version available.

Where is the Online Study Guide located?

edvantagescience.com

Should I use the Online Study Guide?

YES... if you want to do your best in this course.

The OSG is directly LINKED to the activities and content in the WorkText.

The OSG helps you learn what is taught in class.

Scan this code for a quick tour of the OSG

If your school does not have access to the Online Study Guide and you’d like more information — [email protected]

© Edvantage Interactive 2017 Chapter 3 Circular Motion and Gravitation 175

3 Circular Motion and GravitationThis chapter focuses on the following AP Physics 1 Big Ideas from the College Board:

BIG IDEA 1: Objects and systems have properties such as mass and charge. Systems may have internal structure.

BIG IDEA 2: Fields existing in space can be used to explain interactions.

BIG IDEA 3: The interactions of an object with other objects can be described by forces.

BIG IDEA 4: Interactions between systems can result in changes in those systems.

_________________________________________________________________________________________________

By the end of this chapter, you should know the meaning of these key terms:

• centripetal acceleration• centripetal force• free fall• Newton’s law of universal gravitation• uniform circular motion

_________________________________________________________________________________________________

By the end of this chapter, you should be able to use and know when to use the following formulae:

Tf

=1

avr

rTc = =

2 2

2

4F mac c= F

m mrg = G 1 2

2

This stamp commemorates the first American, Colonel John Glen, to orbit the Earth on February 20, 1962. The stamp was released to the public at the same time he arrived safely back to Earth. The space craft featured in the image was the Mercury Friendship 7 and is now housed at the National Air and Space Museum in Washington, D.C.

176 Chapter 3 Circular Motion and Gravitation © Edvantage Interactive 2017

3.1 Motion in a Circle

Warm UpImagine you are swinging a tin can on a string in a circle above your head as shown in the diagram. Suddenly, the string breaks! Draw on the diagram the direction in which the can will move.

Gravity and MotionIn a previous course, you may have solved problems involving the force of gravity and the acceleration due to gravity (

g ). You assumed g remains constant as a body falls from a height, and you considered many situations, most of which happened on or near the surface of Earth. Here are some questions you should be able to answer after you study this chapter:

• Is

g the same for a satellite orbiting Earth several hundred kilometres above thesurface as it is at Earth’s surface?

• Does Earth exert a force of gravity on the Moon?• Why does the Moon not “fall down” to Earth?

The force that keeps you firmly attached to this planet is the type of force that keeps Earth in orbit around the Sun. The force of gravity exists between any two masses in the universe.

All the planets orbit the Sun in elliptical orbits. Satellites (both artificial and our Moon) orbit Earth in elliptical paths. The ellipses are usually very close to being circular, however, so we begin our study of gravity by learning about objects moving in circular paths.

Uniform Circular Motion

Imagine you are driving a car around a circular track, maintaining the same speed all the way around the track. Any object that moves in a circle at steady speed is said to be in uniform circular motion. Is such an object accelerating? It may seem to have zero acceleration, but in fact an object moving in a circle has a constant acceleration not because of a change in speed, but because of its constantly changing direction. Remember: acceleration is defined as change in velocity divided by change in time, andvelocity is a vector quantity.

avt

=


Identifying Centripetal Acceleration

If a body is moving in a circular path, in what direction does it accelerate? Figure 3.1.1 shows two consecutive positions of a body moving in a circle. Velocity vectors are labelled

v0 and

v1 . To find out the direction of the acceleration, we need the direction of

v . Since

v is the vector difference between

v1 and

v0 , we use the rules for vector subtraction.

Figure 3.1.2 shows how to find the vector difference,

v , between

v1 and

v0 .

v v v–= 1 0

v v v= +1 0( )

Vector

v is the resultant of

v1 and (–

v0 ).

In Figure 3.1.2, the velocity vectors chosen represent the velocity of the body at two different times. The time interval between the occurrences of the velocities is relatively long.

If this time interval (∆t) is shortened, the direction of

v becomes closer and closer to being toward the centre of the circle as in Figure 3.1.3.

In fact, as ∆t → 0, the direction of

v and therefore the direction of the acceleration

a for all practical purposes, is toward the centre of the circle.

Direction of Centripetal Acceleration

Since the direction of the acceleration of a body moving at uniform speed in a circle is toward the centre of the circle, the acceleration is called centripetal acceleration. Centripetal means directed toward a centre.

A device called an accelerometer can be used to show that a body moving in a circle accelerates toward the centre of the circle (Figure 3.1.4). If the accelerometer is attached to a lab cart accelerating in a straight line, the coloured water inside the cart forms a wedge pointing in the direction of the acceleration. If the same accelerometer is attached to a toy train travelling at constant speed on a circular track, the accelerometer shows no

acceleration in the direction of travel, but a definite acceleration perpendicular to the direction of travel (Figure 3.1.5). In other words, the train on the circular track accelerates toward the centre of the track.

v0

v1

Figure 3.1.1 Two consecutive positions of a body moving in a circle

v0

–v0

Δvv1

C

Figure 3.1.2 The vector difference,

v ,

between

v1 and

v0

Figure 3.1.3 As ∆t is shortened, the

direction of

v becomes closer and closer to being toward the centre of the circle.

v0

–v0

Δv v1

C

Figure 3.1.4 An accelerometer on a lab cart Figure 3.1.5 An accelerometer on a train going around a curve. Note the direction of the force is pointed inward to the centre of the circle.

F

accelerometer


In Figure 3.1.6, a body is moving in a circle of radius

R0. The radius is a displacement

vector. The velocity of the body is

v0 . Following a very short time interval ∆t, the body has moved through a small angle θ, and the body has a new velocity

v1 , the same magnitudeas

v0 , but in a new direction.

R0

R1

v0

v1

θ

Figure 3.1.6 A body moving at

v0 in a circle of radius

R0

Defining Centripetal Acceleration

In Figure 3.1.7(a),

R is the vector difference between

R1 and

R0.

R R R1 0+ =(– )

or

R R R0 1+ =

Figure 3.1.7(b) shows vector subtraction of the velocity vectors. Vector

v is the vector difference between

v1 and

v0 .

v v v1 0+ =(– )

or

v v v0 1+ =

Now, consider the triangles formed by the radius vectors in Figure 3.1.7(a) and the velocity vectors in Figure 3.1.7(b). Both are isosceles triangles with a common angle θ, so they are similar triangles. Corresponding sides of similar triangles are proportional; therefore,

vR

vR

=

(The subscripts have been dropped because the magnitudes of the speeds and the radii do not change.)

vvR

R=

During a time interval ∆t, the average acceleration is vt

, so

avt

vR

Rt

•= =

Consider what happens during the motion of one complete circle of the body in Figures 3.1.6 and 3.1.7.

R0

R1θ

ΔR

v1

v0

θΔv

(a)

(b)

Figure 3.1.7 Radius vectors (a) and velocity vectors (b) in circular motion


If the time interval ∆t is chosen to be very small (∆t → 0), Figure 3.1.8 shows that each

R becomes closer to being equal to the section of corresponding arc ∆s on the circumference of the circle. If ∆s is the arc in question, then

R → ∆s as ∆t → 0.

The speed v of the body as it moves around the circle is vst

= , and if ∆t → 0,

vRt

=

R1

R0

θ ΔsΔR

Figure 3.1.8 If ∆t → 0,

R → ∆s.

It can therefore be said that the average acceleration during time ∆t is

avt

vR

Rt

vR

vvR

= = = =• •2

If ∆t → 0, the magnitude of the average acceleration approaches the instantaneous centripetal acceleration,

ac. The magnitude of the centripetal acceleration is, therefore,

avRc =

2

To summarize: when a body moves in a circle with uniform speed, it accelerates

toward the centre of the circle, and the acceleration has a magnitude of vR

2

.

Another Way to Calculate Centripetal Acceleration

Newton’s second law suggests that since the acceleration is toward the centre of the circle, the net force causing it should also be a centripetal force. If the centripetal force causing the centripetal acceleration is “turned off,” the body will travel off in a direction that is along a tangent to the circle.

Another useful equation for calculating centripetal acceleration can be derived from

avRc =

2

. If one full revolution of the body is considered, its speed will equal the

circumference of the circle divided by the period of the revolution; that is, vR

T=

2,

where R is the radius of the circle, and T is the period of one revolution.

Since avRc =

2

, then ac = ( 2πRT )2

1R , therefore,

aR

Tc =4 2

2

Both equations for centripetal acceleration are useful in many situations. You will use them when studying the motion of planets around the Sun, satellites around Earth, electrons in a magnetic field, and any kind of circular motion.


Centripetal Force

The net force that causes centripetal acceleration is called centripetal force. Acceleration and net force are related by Newton’s second law, which says that F = ma. So the magnitude of the centripetal force can be calculated by:

centripetal force Fc = mac

Therefore, F mvRc =

2

or F m

RTc =

4 2

2

Quick Check

1. What is the centripetal acceleration of the Moon toward Earth? Given: R = 3.84 × 108 m and T = 2.36 × 106 s

2. A skater travels at 2.0 m/s in a circle of radius 4.0 m. What is her centripetal acceleration?

3. A 20.0 g rubber stopper is attached to a 0.855 m string. The stopper is spun in a horizontal circle making one revolution in 1.36 s. What is the acceleration of the stopper?

Sample Problem 3.1.1 — Centripetal ForceIn a local playground a merry-go-round is turning at 4.50 m/s. If a 50.0 kg person is standing on the platforms edge, which is 5.80 m from the centre, what force of friction is necessary to keep her from falling off the platform?

What to Think About1. This is a circular motion question and the force of

friction between the person and the platform is the centripetal force.

2. Find the centripetal acceleration.

3. Find the centripetal force, which is the frictional force keeping her on the platform as it spins.

How to Do It

av

R

a

a

c

c

c

m s

mm s

=

=

=

2

2

2

4 50

5 803 49

( . )

. .

F F ma

F

F

fr c c

fr

fr

kg m s

N

= =

=

=

( . )( . )50 0 3 49

175

2


Practice Problems 3.1.1 — Centripetal Force

1. A 61 kg skater cuts a circle of radius 4.0 m on the ice. If her speed is 4.00 m/s, what is the centripetal force? What exerts this force?

2. What centripetal force is needed to keep a 12 kg object revolving with a frequency of 5.0 Hz in an orbit of radius 6.0 m?

3. A 1.2 x 103 kg car rounds a curve of radius 50.0 m at a speed of 80.0 km/h (22 m/s).(a) What is the centripetal acceleration of the car?

(b) How much centripetal force is needed to cause this acceleration?

(c) If the coefficient of kinetic friction µ is 0.25 on a slippery road, will the force of friction between the road and the wheels of the car be enough to keep the car from skidding?


3.1 Review Questions

Use g = 9.80 m/s2

1. A 1.00 kg rock is swung in a horizontal circle of radius 1.50 m, at the end of a rope. One complete revolution takes 0.80 s. (a) What is the speed of the rock?

(b) What is the centripetal acceleration of the rock?

(c) What is the centripetal force exerted on the rock?

(d) What exerts the centripetal force?

(e) The circle traced out by the rock was described as being horizontal. Would the rope, as it swings, be horizontal too? Explain.

2. A spider that could not find its web site (because its computer crashed?) is on the outside edge of an old phonograph record. It holds on for dear life, as the record rotates at 78 rpm. The radius of the record is 15 cm.(a) What is the linear speed v of the record at its

outside edge?

(b) What is the centripetal acceleration of the spider?

(c) How much frictional force must there be to keep the spider from flying off the spinning record, if its mass is 1.0 g?

3. A satellite is orbiting Earth at a distance of 6.70 × 106 m from the Earth’s centre. If its period of revolution around Earth is 5.45 × 103 s, what is the value of g at this distance?


4. A pendulum 1.00 m long and with a 1.20 kg bob is swinging with a maximum speed of 2.50 m/s. Calculate the total force exerted by the string on the swinging mass when the mass is at the bottom of its swing.

5. A motocross rider at the peak of his jump has a speed such that his centripetal acceleration is equal to g. As a result, he does not feel any supporting force from the seat of his bike, which is also accelerating at rate g. Therefore, he feels as if there is no force of gravity on him, a condition described as apparent weightlessness. If the radius of the approximately circular jump is 75.0 m, what was the speed of the bike?

6. Planet Earth has a period of rotation of 24 h and a radius of 6.4 × 106 m.(a) What is the centripetal acceleration toward

Earth’s centre of a person standing on the equator?

(b) With what frequency f, in hertz, would Earth have to spin to make the centripetal acceleration ac equal in magnitude to g? Compare this with Earth’s normal frequency of rotation. (1 rotation in 24 h = 1.16 × 10–5 Hz)

(c) If Earth could be made to spin so fast that ac = g, how would this affect the apparent force of gravity on you? Explain.

7. A 25 kg child is on a swing, which has a radius of 2.00 m. If the child is moving 4.0 m/s at the bottom of one swing, what is the centripetal force exerted by the ropes of the swing on the child? What is the total force exerted by the ropes when the swing is at its lowest point?

8. At the bottom of a power dive, a plane is travelling in a circle of radius 1.00 km at a speed of 2.50 × 102 m/s. What is the total force exerted upward on the 90.0 kg pilot by his seat?


9. Tarzan is swinging through the jungle on a vine that will break if the force exceeds 2.0 ×103 N. If the length of the vine is 5.0 m and Tarzan’s mass is 1.00 × 102 kg, what is the highest speed he can safely travel while swinging on the vine? Hint: At what point in the swing will the tension in the vine be greatest?

10. Earth orbits the Sun at a distance of 1.5 × 1011 m. (a) What is its centripetal acceleration toward the

Sun?

(b) If the mass of Earth is 6.0 × 1024 kg, what is the centripetal force exerted by the Sun on Earth? What provides this force?

11. A roller coaster loop has a radius of 12 m. To prevent the passengers in a car from not falling out at the top of the loop, what is the minimum speed the car must have at the top?

12. A highway curve is designed to handle vehicles travelling 50 km/h safely. (a) Assuming the coefficient of kinetic friction

between the rubber tires and the road is 0.60, what is the minimum radius of curvature allowable for the section of road?

(b) For added safety, the road might be built with “banking.” In what direction should the road be banked? Why does this help?


3.2 Gravity and Kepler’s Solar System

Warm UpIf you drop a piece of paper and a book from the same height, which object will hit the ground first? If you put the piece of paper on top of the book and drop them together, why does the paper fall at the same rate as the book? What can you conclude about the rate at which objects fall?

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

Falling Objects

If gravity is the only force acting on a body, the body is in free fall. If there is no friction, each of the bodies in Figure 3.2.1 is in free fall. Each is accelerating downward at rate

g , which is independent of the mass of the body and has a magnitude of 9.80 m/s2 near Earth’s surface.

(a) (b) (c)

a = g

a = g a = g

Figure 3.2.1 In all three situations, the only force causing the acceleration of the free-falling body is gravity.

“What goes up must come down.” This simple truth has been known for centuries. Any unsupported object will fall to the ground. According to legend, Isaac Newton (1642–1727) was sitting under an apple tree when he saw an apple fall to the ground. He looked up at the Moon and wondered, “Why should the Moon not fall down, as well?”

The Moon in Free Fall

Might the Moon be in “free fall”? If it is, then why does it not fall to Earth like other unsupported bodies? Newton created a diagram like the one in Figure 3.2.2 to explain why the Moon circles Earth without “falling down” in the usual sense.

Imagine you are at the top of a mountain that is high enough so that there is essentially no air to offer resistance to the motion of a body projected horizontally from the top of the mountain. If a cannon is loaded with a small amount of gunpowder, a cannonball will be projected horizontally at low speed and follow a curved path until it strikes the ground at A. If more gunpowder is used, a greater initial speed will produce a curved path ending at B.


With increasing initial speeds, paths ending at C and D will be achieved. If the initial speed is just high enough, the path will have a curvature parallel with Earth’s curvature, and the cannonball will circle Earth for an indefinite period. The cannonball will orbit Earth, just like the Moon.

Isaac Newton actually anticipated artificial Earth satellites. Of course, the technology for sending a satellite into orbit was not available 300 years ago. To place an artificial satellite in orbit 500 km above Earth’s surface requires a horizontal speed of approximately 7.6 km/s. It will take such a satellite approximately 90 minutes to complete one orbit.

The Moon was our first satellite. No one knows how or why it attained its orbit, but it is in a nearly circular path around this planet. The Moon is, indeed, in free fall. It does “fall toward Earth.” Its horizontal speed is great enough that it completes its orbit with no danger of colliding with Earth’s surface just like the cannonball in Figure 3.2.2 but at a much greater altitude. The Moon’s mean distance from Earth is 3.84 × 105 km. The orbit is actually slightly elliptical; hence mean (average) distance.

Gravitational Force, Earth, and the Moon

Could the centripetal force needed to keep the Moon in a near-circular orbit around Earth be the same force that makes an apple fall from a tree? What would exert this force of gravity on the Moon?

Since every known thing on Earth experiences the pull of gravity, Newton was certain that Earth itself exerted a gravitational force on objects near its surface. At Earth’s surface, gravity makes objects accelerate at a rate of 9.8 m/s2. What would the acceleration due to gravity be at a distance as far away as the Moon?

Treating the Moon as a body in circular orbit, the acceleration due to gravity is just the centripetal acceleration of the Moon. Therefore,

aR

Tc

md h d

( . )[( . )( )

= =4 4 3 84 1027 3 24

2

2

2 8� � ��

(( )]. –

36002 7 102

3 2

s hm s=

If this value of ac was really the magnitude of g at the Moon’s distance from Earth, it is much smaller than the value of g at Earth’s surface. Newton was convinced that, since F = ma, the force of gravity causing this acceleration must decrease rapidly with distance from Earth.

In Investigation 4.2.1, you will be provided with data about most of the planets in the solar system. Given their orbital radii and their periods of revolution, you will calculate their centripetal accelerations toward the Sun. You will then use graphical analysis to determine the nature of the relationship between ac, caused by the force of gravity of the Sun on the planet, and distance R from the Sun.

Johannes Kepler

Johannes Kepler (1571–1630) was a German mathematician who had worked in the astronomical laboratory of Danish astronomer Tycho Brahe (1546–1601). Brahe is famous for his precise observations of the positions of almost 800 stars and his accurate records of the positions of planets over a period of two decades. Brahe did all his work without a telescope! The telescope had not yet been invented.

Planet Earth

A

B

C

D

Figure 3.2.2 Newton’s diagram explaining why the Moon doesn’t fall to Earth.


Kepler was fascinated with planetary motions, and devoted his life to a search for mathematical patterns in their motions. To find these patterns he relied completely on the observations of Tycho Brahe. Kepler formulated three laws describing the orbits of the planets around the Sun.

Kepler’s Three Laws of Planetary Motion

1. Each planet orbits the Sun in an elliptical path, with the Sun at one of the two foci of the ellipse.

2. A line joining the centre of the Sun and the centre of any planet will trace out equal areas in equal intervals of time (Figure 3.2.3). If time intervals T2–T1 and T4–T3 are equal, the areas traced out by the orbital radius of a planet during these intervals will be equal. (The diagram is not to scale.)

T3

T4

T1

T2

F2F1

Sun

Figure 3.2.3 Kepler’s second law

3. For any planet in the solar system, the cube of its mean orbital radius divided by the square of its period of revolution is a constant.

RT

K3

2 =

Kepler’s three laws can be neatly summarized in half a page of this text, but remember that to arrive at these laws required many years of work by this dedicated mathematician, not to mention the 20 years spent by Tycho Brahe making his painstaking observations of the heavenly wanderers, the planets.

In Investigation 3.2, you will calculate Kepler’s constant K for the solar system.


Sample Problem 3.2.1 — Kepler’s LawsPlanet Xerox (a close copy of planet Earth) was discovered by Superman on one of his excursions to the far extremes of the solar system. Its distance from the Sun is 1.50 × 1013 m. How long will this planet take to orbit the Sun?

What to Think About1. Collect data needed to answer the question.

2. You could solve the problem using Kepler’s constant derived in Investigation 4.2.2. Using Kepler’s third law, you would simply solve for Tx. Another way to solve the problem is to use data for Earth (above) and the fact that

RT

RT

KX

X

e

eSun

3

2

3

2= =

3. The planet Xerox has a period of revolution around the Sun of 1.0 × 103 a.

How to Do ItEarth’s orbital radius, Re = 1.5 x 1011 mEarth’s period of revolution, Te = 1.0 aXerox’s orbital radius, Rx = 1.50 x 1013 m

T RR

T

T m

xx

ee

x

23

32

213 3

11

1 5 101 5 10

•

[ . ][ .

=

= �� mm

a

aT aT

]•[ . ]

.

.

32

6 2

3

2

1 0

1 0 10

1 0 10x

x

=

=

�

�

Practice Problems 3.2.1 — Kepler’s Laws

1. A certain asteroid has a mean orbital radius of 5.0 × 1011 m. What is its period of revolution around the Sun?

2. A satellite is placed in orbit around Earth with an orbital radius of 2.0 × 107 m. What is its period of revolution? Use the facts that the Moon’s period of revolution is 2.36 × 106 s and its orbital radius is 3.84 × 108 m.



1. What is the period of revolution of a planet that is 5.2 times as far away from the Sun as Earth?

2. The diagram below shows the orbit of a comet around the Sun. Mark on the diagram where the comet will be moving fastest. Explain in terms of Kepler’s second law.

A

B

C

D

Sun

3. A satellite has period T and orbital radius R. To increase the period to 8T, what must the new orbital radius be?

4. The Earth orbits the Sun once a year, so its period of revolution is 1.0 a. If a space probe orbits the Sun with an orbital radius nine times that of Earth, what is the space probe’s period of revolution?

5. For satellites of Earth, Kepler’s law applies, but a different constant K must be used. Calculate what K would be for Earth’s satellites, using only the fact that the Moon has a mean orbital radius of 3.84 × 108 m and a period of revolution of 2.36 × 106 s.

6. Using K for Earth’s satellites, calculate the mean orbital radius of an Earth satellite that is in geosynchronous orbit. (A communications satellite in geosynchronous orbit orbits Earth in the plane of the equator in a period of 24 h, and therefore stays above one point on Earth’s surface as Earth completes its daily rotation).


7. Halley’s comet is a satellite of the Sun. It passed Earth in 1910 on its way around the Sun, and passed it again in 1986.(a) What is the period of revolution of Halley’s

comet, in years (a)?

(b) What is the mean orbital radius of Halley’s comet?

(c) The mean orbital radius equals the average of the orbiting comet’s closest and farthest distances from the Sun. If the closest Halley’s comet gets to the Sun is 8.9 x 1010 m, what is its farthest distance from the Sun?

(d) When Halley’s comet is at its farthest distance from the Sun, where is it located in relation to the orbits of the outer planets?

8. The Earth is 1.49 × 108 km from the Sun, and its period of revolution is 1.0 a. Venus is 1.08 × 108 km from the Sun, on average. Use Kepler’s third law to calculate the length of a Venus year in Earth years (a).


3.3 Newton’s Law of Universal Gravitation

Warm UpThe Moon orbits Earth about once every 28 days. Why doesn’t the Moon crash into Earth?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

From Kepler to Newton

Kepler’s three laws describe the orbits of the planets around the Sun. Newton used Kepler’s laws to derive a law describing the nature of the gravitational forces that cause the planets to move in these orbits.

Newton concluded that the force that keeps planets in orbit is the same force that makes an apple fall to the ground. He stated that there is a gravitational force between any two bodies in the universe. Like all other forces, gravity is a mutual force. That is, the force with which Earth pulls on a falling apple is equal to the force with which the apple pulls on Earth, but in the opposite direction. Earth pulls on your body with a force of gravity that is commonly referred to as your “weight.” Simultaneously, your body exerts a force on planet Earth of the same magnitude but in the opposite direction. Relative to each other, Earth “weighs” the same as your body!

Newton was able to use Kepler’s laws as a starting point for showing that the force of gravity between the Sun and the planets varied as the inverse of the square of the distance between the Sun and the planets. He was convinced that the inverse square relation would apply to everyday objects near the surface of Earth as well. He produced arguments suggesting that the force should depend on the product of the masses of the two bodies being attracted to one another. The mathematical details of how Newton arrived at his famous law of universal gravitation can be found in many references, but are too lengthy to reproduce here.

Newton’s Law of Universal GravitationEvery body in the universe attracts every other body with a force that is (a) directly proportional to the product of the masses of the two bodies and (b) inversely proportional to the square of the distance between the centres of mass of the two bodies.

The equation for Newton’s law of universal gravitation is:

FMmR

= G 2


The constant of proportionality G is called the universal gravitation constant. Isaac Newton was unable to measure G, but it was measured later in experiments by Henry Cavendish (1731–1810).

The modern value for G is 6.67 × 10–11 Nm2/kg2.

Cavendish’s Experiment to Measure G

You can imagine how difficult it is to measure the gravitational force between two ordinary objects. In 1797, Henry Cavendish performed a very sensitive experiment, which was the first “Earthbound” confirmation of the law of universal gravitation. Cavendish used two lead spheres mounted at the ends of a rod 2.0 m long. The rod was suspended horizontally from a wire that would twist an amount proportional to the gravitational force between the suspended masses and two larger fixed spherical masses placed near each of the suspended spheres (Figure 3.3.1).

m1

m2

m1

m2

Figure 3.3.1 Cavendish’s apparatus for confirming Newton’s law of universal gravitation

The forces involved in this experiment were extremely small (in the order of 10–6 N), so great care had to be taken to eliminate errors from air currents and static electricity. Cavendish did manage to provide confirmation of the law of universal gravitation, and he arrived at the first measured value of G.

Gravitational Field Strength of the Earth

To calculate the force of gravity on a mass m, you simply multiply the mass by the gravitational field strength g (F = mg.) You could also use the law of universal gravitation:

FMmR

= G 2 , where M is the mass of Earth.

This means that mgMmR

= G 2 and, therefore,

g GMR

= 2


Thus, the gravitational field strength of Earth depends only on the mass of Earth and the distance, R, from the centre of Earth to the centre of mass of the object that has mass m.

Sample Problem 3.3.1 — Newton’s Law of Universal GravitationWhat is the force of gravity on a 70.0 kg man standing on Earth’s surface, according to the law of universal gravitation? Check your answer using F = mg.

What to Think About1. What data do you need?

2. Find the force of gravity using the law of universal gravitation.

3. Calculate the force of gravity using F = mg.

How to Do ItG = 6.67 × 10–11 Nm2/kg2

g = 9.80 N/kg Earth’s mass = 5.98 × 1024 kg Earth’s radius = 6.38 × 106 m

F m mr

F

g

g

=

=

G

Nm kgkg2 2

1 22

116 67 1070 0 5 98

( . )(( . )( .

� � ��

106 38 10

686

24

6 2

kgm

N

)( . )

Fg =

F mg

F

F

g

g

g

=

=

=

( . )( . )

70 9 80

686

2kg m s

N

Practice Problems 3.3.1 — Newton’s Law of Universal Gravitation

1. What is the force of gravitational attraction between a 75 kg boy and a 60.0 kg girl(a) when they are 2.0 m apart?

(b) when they are only 1.0 m apart?

Practice Problems continued


Weightlessness

According to Newton’s law of universal gravitation, the force of gravity between any two bodies varies inversely as the square of the distance between the centres of mass of the two bodies.

Figure 3.3.2 is a graph showing how the force of gravity (commonly called “weight”) changes with distance measured from Earth’s centre. To be truly “weightless” (experience no force of gravity) an object would have to be an infinite distance from any other mass. According to the law of universal gravitation, as R →∞, F →0.

F

RRe

00

Figure 3.3.2 The force of gravity decreases dramatically with distance from Earth.

Obviously, true weightlessness is not likely to be achieved! When people talk about “weightlessness,” they usually are referring to apparent weightlessness. Apparent weightlessness is experienced when you feel zero force from supporting structures like

Practice Problems 3.3.1 — Newton’s Law of Universal Gravitation (Continued)

2. What is the force of gravity exerted on you if your mass is 70.0 kg and you are standing on the Moon? The Moon’s mass is 7.34 × 1022 kg and its radius is 1.74 × 106 m.

3. What is the force of gravity exerted on you by Mars, if your mass is 70.0 kg and the mass of Mars is 6.37 × 1023 kg? The radius of Mars is 3.43 × 106 m, and you are standing on its surface, searching for Mars bars.


your seat, the floor, or Earth’s surface. This will happen when your supporting structure has the same acceleration as you have. Of course, if there is no supporting structure as when you jump off a cliff or a ladder or when you are in the middle of a jump you will also experience apparent weightlessness.

Examples of Apparent Weightlessness

1. A Falling ElevatorImagine a person standing on a scale in an elevator (Figure 3.3.3(a)). When the elevator is standing still, the scale will give the true weight of the person, which is the force of gravity exerted by Earth on the person (F = mg). In the illustration, this is shown as the pair of forces of the person’s weight (w = mg) and the normal force (N) from the scale exerting a force back on the person. With no acceleration, the scale reads the true weight: w = N = mg.

mg N

∑F = 0w = N = mgtrue weight

not accelerating(a = 0)

mg N

∑F = mamg – N = maw = N = m(g – a)

less than true weight

Descending with accelerating a < g

a

mg N = 0

w ' = N = 0

“weightless”

Descendingwith a = g

a = g

(a) (b) (c)

Figure 3.3.3 A person in an elevator can experience apparent weightlessness.

In Figure 3.3.3(b) the elevator is accelerating down at a rate less than gravity. Now the person’s weight is greater than the normal force being exerted back, so the person appears to be lighter than their true weight based on the reading on the weigh scale.

Imagine now that the cable breaks, as in Figure 3.3.3(c). The elevator will accelerate down at rate a = g. The person in the elevator will also fall, accelerating at rate a = g. The scale, placed in the elevator by the person, will read the apparent weight of the person, which is zero. In this situation, w = N = 0. At this moment, the person experiences true weightlessness. You get a similar feeling when you go over a large bump while driving in a car or take a quick drop on an amusement park ride.

2. Orbiting Astronauts Astronauts in an orbiting space vehicle feel weightless for the same reason as a person in a falling elevator. Both the astronauts and the vehicle they occupy are in free fall. The astronauts feel no resistance from any supporting structure, so they feel weightless.

3. Momentary Weightlessness You experience brief sensations of weightlessness during everyday activities. If you are running, you will experience apparent “weightlessness” during those intervals when both feet are off the ground, because you are in a momentary free fall situation. Jumping off a diving board or riding your bike swiftly over a bump, you will experience brief moments of apparent weightlessness.


Satellites in Circular Orbits — Orbital Velocity

What orbital (tangential) speed must a space vehicle have to achieve a circular orbit at a given altitude (Figure 3.3.4)? Since the centripetal force (mv 2/R) is provided by gravity, we can write:

mvR

MmR

2

2=G

Therefore, vM

R

vM

R

2 =

=

Gand

Gorbital

,

where M is the mass of Earth, R is the distance from Earth’s centre to the space vehicle, and G is the universal gravitation constant.

Quick Check

1. Why would a BMX rider feel momentarily “weightless” during a jump?

2. A 70.0 kg man is in an elevator that is accelerating downward at a rate of 1.0 m/s2. What is the man’s apparent weight?

3. How fast would Earth have to move at the equator before a person standing on the equator felt “weightless”? Earth’s radius is 6.37 × 106 m.

4. Earth is in free fall toward the Sun. Why do you not feel “weightless” when you are an occupant of this satellite of the Sun?

satellite

Earth

Figure 3.3.4 A space vehicle must achieve and maintain a minimum speed to remain in orbit.


Gravitational Potential Energy

Newton’s law of universal gravitation tells us the force between a space vehicle and planet Earth at any distance R from the centre of mass of Earth:

FMmR

= G 2

where M is the mass of Earth, m is the mass of the space vehicle, and R is the distance from Earth’s centre to the space vehicle.

If a space vehicle is to travel to other parts of the solar system, it must first escape the grasp of Earth’s gravitational field. How much energy must be supplied to the vehicle to take it from Earth’s surface (where R = Re) to a distance where the gravitational force due to Earth is “zero” (R →∞)?

The force on the space vehicle is continually changing. Figure 3.3.5 shows how the force changes with distance. To get the vehicle out of Earth’s gravitational field, enough energy must be supplied to the space vehicle to equal the amount of work done against the force of gravity over a distance between Earth’s surface and infinity where the force approaches zero.

F

Re

00

The area under this graph between Re and infinity is

Re

MmΔEp = G

Figure 3.3.5 A large force is needed at first to move the space vehicle out of Earth’s gravitational field.

Quick Check

1. What orbital speed is required by an Earth satellite in orbit 1.0 × 103 km above Earth’s surface? Does it make a difference what the mass of the satellite is? Explain your answer. Earth’s mass = 5.98 × 1024 kg — Earth’s radius = 6.37 × 106 m

2. What is the speed of a satellite orbiting Earth at a distance of 9.0 × 105 m above Earth’s surface?


The amount of work that must be done to escape Earth’s gravitational field is equal to the area underneath the force vs. distance graph, between R = Re and R → ∞ (Figure 3.3.5). Using calculus, it can be shown that the area under the graph (shaded portion) is equal to GMm/Re. This area represents the change in gravitational potential energy of the vehicle as it moves from distance Re out to infinity.

EMmRP

e

G=

In routine, Earthbound problems involving gravitational potential energy, we often arbitrarily take the “zero” level of potential energy to be at Earth’s surface. In situations involving space travel, it is conventional and convenient to the let the “zero” of Ep be at infinity.

Since the change in Ep between R = Re and R → ∞ is +Ge

MmR

, the Ep at Earth’s surface is negative.

E at R RMmRP e

e

= G( ) –=

Escape Velocity

How fast must a spaceship travel to escape the gravitational bond of the planet Earth? In order to escape Earth’s gravitational pull, the space vehicle must start with enough kinetic energy to do the work needed to bring its potential energy to zero. Sitting on the launch pad, the total energy of the space vehicle is

EMmRP

e

= G–

If the space vehicle is to escape Earth’s field, it must be given sufficient kinetic energy so that:

–

–

G

G

G

G

e

e

e

e

MmR

E

MmR

mv

mvMmR

vMR

v

k+ =

+ =

=

=

=

0

12

0

12

2

2

2

2

2

GG

e

MR

This means that vM

Rescapee

G=

2 is the minimum speed the space vehicle must be

given in order to escape Earth’s gravitational pull.This minimum speed for escape is called the escape velocity for planet Earth. It

depends only on Earth’s mass and Earth’s radius. Obviously different planets or moons would have different escape velocities, as questions in the rest of the chapter will show.


Quick Check

1. A 2.0 x 104 kg satellite orbits a planet in a circle of radius 2.2 x 106 m. Relative to zero at infinity, the gravitational potential energy of the satellite is –6.0 x 109 J. What is the mass of the planet?

2. Ganymede, one of Jupiter’s moons, is larger than the planet Mercury. Its mass is 1.54 x 1023 kg, and its radius is 2.64 x 106 m.(a) What is the gravitational field strength, g, on Ganymede?

(b) What is the escape velocity for a space vehicle trying to leave Ganymede?



G = 6.67 × 10–11 Nm2/kg2

Me = 5.98 × 1024 kg Re = 6.37 × 106 m

1. What is the force of gravity exerted on a 70.0 kg person on Jupiter (assuming the person could find a place to stand)? Jupiter has a mass of 1.90 × 1027 kg and a radius of 7.18 × 107 m.

2. What is the gravitational field strength of Earth at a distance equal to the Moon’s orbital radius of 3.84 × 108 m? Compare this with the centripetal acceleration of the Moon, calculated earlier in the chapter.

3. Calculate the orbital speed of the Moon around Earth, using the Moon’s orbital radius and the value of Earth’s gravitational field strength at that distance.

4. Both G and g are constants. Why is G a universal constant and not g? Under what conditions is g a constant?

5. Calculate the value of g at each of the locations in the table below. Express each answer as a multiple or a decimal fraction of Earth’s g. Would the force of gravity on you be greatest on the Moon, on Ganymede (*one of Jupiter’s Moons), or on Mercury?

Mass Radius

(a) On the Moon

7.34 × 1022 kg 1.74 × 106 m

(b) On planet Mercury

3.28 × 1023 kg 2.57 × 106 m

(c) On Ganymede*

1.54 ×1023 kg 2.64 × 106 m

(d) On the surface of the Sun

1.98 × 1030 kg 6.95 × 108 m

6. Use Newton’s law of universal gravitation and the formula for centripetal force to show that you can calculate the mass of Earth knowing only the orbital radius and the period of an Earth satellite. Then calculate Earth’s mass using the Moon’s period (2.36 × 106 s) and orbital radius (3.84 × 108 m).


7. Calculate the gravitational force between the Sun and the planetoid Pluto. The mass of the Sun is 2 × 1030 kg, and the mass of Pluto is 6 × 1023 kg. Pluto is 6 × 1012 m away from the Sun.

8. An acrobat does a complete loop at the end of a rope attached to a horizontal bar. The distance from the support to the acrobat’s centre of gravity is 3.0 m. How fast must she move at the top of her loop to feel “weightless” at that point?

9. A motocross rider travelling 20.0 m/s feels “weightless” as his bike rides over the peak of a mound. What is the radius of curvature of the mound?

10. Substitute values for G, Me, and Re in the formula for escape velocity and calculate the escape velocity for planet Earth. Does the mass of the space vehicle make a difference? Explain.

11. Calculate escape velocities for the Sun, the Moon, and Mars, given the following information.

Mass Radius

Sun 2.0 × 1030 kg 7.0 × 108 m

Moon 7.4 × 1022 kg 1.7 × 106 m

Mars 6.4 × 1023 kg 3.4 × 106 m

12. Travelling to other planets involves not only Earth’s gravitational field but also that of the Sun and the other planets. Would it be easier to travel to Venus or to Mars? (Which would require the lower escape speed?)


Chapter 3 Conceputal Review Questions

1. Can centripetal acceleration change the speed of circular motion? Explain.

2. If centripetal force is directed toward the center, why do you feel that you are ‘thrown’ away from the center as a car goes around a curve? Explain.

3. Is there a real force that throws water from clothes during the spin cycle of a washing machine? Explain how the water is removed from the clothes.

4. Two friends are having a conversation. Cassidy says a satellite in orbit is in freefall because the satellite keeps falling toward Earth. Gareth says a satellite in orbit is not in freefall because the acceleration due to gravity is not 9.8m/s2. Who do you agree with and why?


Chapter 3 Review Questions

G = 6.67 x 10–11 Nm2/kg2

1. How much centripetal force is needed to keep a 43 kg object revolving with a frequency of 0.20 Hz in an orbit of radius 4.8 m?

2. What centripetal force must be exerted by the ice on a hockey player of mass 72 kg who cuts a curve of radius 3.0 m while travelling 5.0 m/s?

3. A 1.25 kg steel puck is swung in a circle of radius 3.6 m at the end of a cord of negligible mass, on a frictionless ice surface. The period of one revolution is 1.6 s. Calculate:(a) the speed of the puck.

(b) the centripetal acceleration of the puck.

(c) the centripetal force on the puck.

4. A satellite is orbiting Earth 1.00 × 102 km above the surface. At this altitude, g = 9.5 m/s2. If Earth’s radius is 6.4 ×103 km, what is the period of revolution of the satellite?

5. How much centripetal force is needed to keep a 10.0 kg object revolving with a frequency of 1.5 Hz in an orbit of radius 2.0 m?


6. A 45 kg ape swings through the bottom of his arc on a swinging vine, with a speed of 3.0 m/s. If the distance from the supporting tree branch to his centre of gravity is 4.0 m, calculate the total tension in the vine.

7. A 1440 N football player, who missed a tackle in a very important high school game, is sent by his coach on a spaceship to a distance of four Earth radii from the centre of Earth. What will the force of gravity on him be at that altitude?

8. Earth’s elliptical orbit around the Sun brings it closest to the Sun in January of each year and farthest in July. During what month would Earth’s (a) speed and (b) centripetal acceleration be greatest?

9. What is the force of gravity on a 70.0 kg woman (a) here on Earth? (b) on an asteroid of mass 1.0 × 109 kg and radius 4.5 × 104 m?

10. What is the force of gravity on a 52 kg astronaut orbiting Earth 25 600 km above Earth’s surface?

11. What is the altitude above Earth’s surface of a satellite with an orbital speed of 6.5 km/s?


12. How far must you travel from Earth’s surface before g is reduced to one-half its value at Earth’s surface?

13. (a) At what speed must a satellite be travelling to complete a circular orbit just grazing Earth’s surface?

(b) How does Earth’s escape velocity compare with the speed needed to simply orbit Earth at the lowest possible altitude?

14. The “bump” on a motocross track is part of a circle with a radius of 50.0 m. What is the maximum speed at which a motorbike can travel over the highest point of the bump without leaving the ground?

15. At what distance from Earth, on a line between Earth’s centre and the Moon’s centre, will a spacecraft experience zero net gravitational force? (Earth’s mass = 6.0 × 1024 kg; Moon’s mass = 7.4 × 1022 kg; distance from Earth’s centre to Moon’s centre = 3.8 × 108 m)

16. The acceleration due to gravity at the surface of a planet of radius 3.5 × 106 m is 3.2 m/s2. What is the mass of the planet?


17. A Snowbird jet travelling 600.0 km/h pulls out of a dive. If the centripetal acceleration of the plane is 6 g’s, what is the radius of the arc in which the plane is moving?

18. Draw a vector diagram showing the forces acting on a car rounding a curve on a frictionless road that is banked at angle θ. Prove that the correct angle of banking (θ) that is appropriate for speed v and

radius R is given by: tan =vgR

2

.

19. For a spherical planet of uniform density, show that

g r R=43ρG , where ρ is the density of the planet

and R is the radius of the planet.


Investigation 3.1 Circular Orbits

PurposeTo investigate factors involved in the uniform circular motion of a mass revolving at the end of a string

IntroductionSome aspects of circular motion can be studied using the simple equipment shown in Figure 3.1.9. A small mass m (a bundle of three washers) “orbits” on the end of a string. A large mass M experiences a force of gravity Mg. In this investigation, M is chosen to be a bundle of nine identical washers, so that M = 3m.

glass tube

nylon thread

m = 3 washers

M = 9 washers

Figure 3.1.9

The glass tube is smoothly polished at the top, and strong, smooth nylon thread joins the two masses. In effect, the edge of the tube acts like a pulley, changing the direction of the tension force in the string without changing its magnitude.

When the small mass m is made to “orbit” around the top end of the glass tube, mass M remains static, so the tension in the string along its length L is equal to the downward force of gravity on M, which is Mg.The radius of the orbit is not L, however, but R (the horizontal distance from m to the vertical glass tube). See Figure 3.1.10.

L

R m

M

θ

Figure 3.1.10

When the small mass m is made to “orbit” the top of the glass tube, we will assume the upward force on the stationary mass M has a magnitude of Mg. The reaction force exerted on m through the string has the same magnitude (Mg), but is exerted in the opposite direction. In Figure 3.1.11, this tension force is labelled T = Mg.


Consider the two components of

T. The vertical component

Fy balances the downward force of gravity on m, so

Fy = mg. The horizontal component of

T is the centripetal force, so

Fx =

Fc.

T = Mg

Fx = Fc

m

M

θ

θFy = mg

Fy = mg

mg

Figure 3.1.11

Procedure1. Prepare the apparatus, using three identical washers for the orbiting mass and nine washers for the large mass.

Predict what the angle θ between the thread and the vertical glass tube will be, using the fact that

cos = = =F

TmgMg

mM

y

2. In this investigation, you will vary L and measure the period of revolution T for each length L. Measure from the centre of gravity of the mass m along the string, and mark off distances of 20 cm, 40 cm, 60 cm, 80 cm, and 100 cm with chalk or a small dab of correction fluid.

3. Hold the glass tube vertically in your hand, and swing mass m until it achieves a stable orbit such that length L is 20.0 cm. While you keep the orbiting mass revolving, have your partner make the following measurements (as best they can, for it will be difficult!):(a) The radius of the orbit R: Your partner will have to hold a metre stick as near to the orbiting mass as they

dare (to avoid decapitation) and estimate R as closely as possible;(b) The period of revolution T: Your partner will time how long the mass takes to make 10 revolutions; then

divide the total time by 10.4. Repeat step 3 for lengths of 40.0 cm, 60.0 cm, 80.0 cm, and 100.0 cm. Record all your measurements in a table

like Table 3.1.1.5. Calculate the ratio of R/L. From Figure 3.1.10 you can see that this ratio equals sin θ. Calculate θ knowing sin θ.

Table 3.1.1 Data for Investigation 3.1

Length of String, L [cm]

Radius of Orbit, R [cm]

Period of Revolution, T [s]

sin θ =

RL

θ[o]

cos θ =

mM

θ[o]

20.0

40.0

60.0

80.0

100.0


6. Plot a graph with T on the y-axis (since it is the dependent variable) and L on the x-axis (since it is the independent variable).

7. Examine the shape of your graph of T vs. L, and make an educated guess at what the power law might be. For example, if you think the power law is most likely Tn = k•L, then plot a graph of T n vs. L. If you choose the correct value of n, your graph should be a straight line passing through (0,0).

8. Determine the slope of your final, straight-line graph, and express it in appropriate units. Then write an equation for your straight line, incorporating the slope.

9. You can use the results of your experiment to do a check on the formula for centripetal force.

Since Fm R

Tc =4 2

2 , therefore Tm R

F2

24=

c

.

Figure 4.1.10 shows you that R = Lsin θ, and Figure 4.1.11 makes it clear that

Fc = Fx = Mgsin θ. Therefore, we can write

TL

Mgm

MgL

m22 24 4sinsin

= =θ

Thus, the theoretical slope of a graph of T2 vs. L should be m

Mg4 2

.

Concluding Questions 1. Compare the average value of angle θ calculated from sin θ = R/L with the value of θ predicted using

cos θ = m/M. What is the percent difference between the two results?2. According to your results, how does the period T of the orbiting mass vary with the length L? Write a specific

equation for your graphical result.3. What is the theoretical value of your slope for the graph in Concluding Question 2? What is the percent

difference between your graph’s actual slope and the theoretical slope?4. Discuss sources of error in this experiment and how you might be able to reduce their effects.

Challenges1. Discuss how the results of your experiment would be affected if the ratio of the masses used was 1:2 instead of

1:3. How would this affect (a) the angle θ made by the string with the vertical glass tube?(b) the relationship between the period of revolution and the length of the string?

2. Design a way of testing out the centripetal force formula using an air puck on an air table. See if you can design a way of showing that Newton’s second law really does apply to centripetal acceleration.


Investigation 3.2 Centripetal Acceleration of PlanetsPurposeTo use planetary data to determine how the centripetal acceleration of planets varies with their distances from the Sun

Procedure1. Prepare a table similar to Table 3.2.1. Calculate values of ac for each of the planets listed, using a

RTc =

4 2

2 .

Note: The orbits of the planets are actually elliptical, but they are close to being circular. The radii given in Table 3.2.1 are mean orbital radii.

2. Plot a graph of ac (on the y-axis) vs. R (on the x-axis). Label your graph using appropriate units.3. Make an educated guess at the power law involved. Plot ac vs. Rn, where n is your reasoned best choice. Repeat

this procedure if necessary until you obtain a straight line.

Table 3.2.1 Planetary Data: Mean Orbital Radii and Periods

PlanetMean Orbital

Radius, RPeriod of Revolution, T

CentripetalAcceleration, ac

[m] [s] [m/s2]

Mercury 0.58 × 1011 7.60 × 106

Venus 1.08 × 1011 1.94 × 107

Earth 1.49 × 1011 3.16 × 107

Mars 2.28 × 1011 5.94 × 107

Jupiter 7.78 × 1011 3.74 × 108

Saturn 14.3 × 1011 9.30 × 108

Uranus 28.7 × 1011 2.66 × 109

Concluding Question1. Write an equation for your final, straight-line graph, complete with a numerical value for the slope in

appropriate units. Describe the nature of the relationship between centripetal acceleration and distance in words.


Investigation 3.3 Determining Kepler’s Constant for the Solar System PurposeTo use astronomical data for the planets in the solar system to calculate the value of K, Kepler’s constant

Procedure1. Table 3.2.1 in Investigation 3.2.1 lists the mean orbital radii and periods for seven planets. Use this information

to prepare a data table and calculate K =RT

3

2 for each planet. Express K in appropriate units.

2. In Investigation 3.2, you obtained a straight-line graph when you plotted aRc vs.1

2 . Therefore, a kRc = •1

2 , where k is the slope of your graph.

As you know, aR

Tc =4 2

2 . The slope of your graph was:

ka

R

a

R

a RR

TR•= = = = =c c

c10

10

44

2 2

22

22 22

3

224•

RT

= K

where K is Kepler’s constant.

Slope k = 4π2K, where K is Kepler’s constant for the solar system. Calculate K using the slope k of your graph

from Investigation 4.2.1. K =( k4π 2 )

Concluding Questions1. What is the mean value of K, according to Procedure step 1? Procedure step 2?2. Planet Neptune has a mean orbital radius of 4.50 × 1012 m. What is its period of revolution according to Kepler’s

third law? How many Earth years is this? 3. Pluto has a period of revolution of 7.82 × 109 s. What is its mean orbital radius?

Physics 12 Formulae BC Edvantage Science AP®PHYSICS 1 · 2018-01-26 · • centripetal...

Documents

Transcript of Physics 12 Formulae BC Edvantage Science AP®PHYSICS 1 · 2018-01-26 · • centripetal...